There was a wide range of people involved in the bombings beyond the 52 victims – the injured, eye-witnesses, doctors, police etc – and each was profoundly affected by the experience.
If students asked friends and family about On 7th July, 2005 four suicide bombers coordinated attacks on the London transport system. 52 people were killed and estimated 700 injured. for homework, this is the time to share that – in small groups and/or whole class. They might be able to record further consequences in their book at this stage. Even if this task was not completed, certainly remind them of the overall enquiry question and recap on previous lesson. Emphasise that 52 (+4 bombers) died that day and over 700 were injured (probably a conservative estimate) and an unknown number of people connected to those killed and injured have experienced unrecorded effects. Slide 2 shows one of the iconic images of the day – a woman with her face badly burned and covered – and how she looks today.
The specific focus for this lesson is to consider who was affected by 7/7 on the actual day other than the 52 victims themselves. Play the film of [qtip:Dr Buckman|Dr Laurence Buckman is a leading British GP. He was at a meeting at BMA House on Tavistock Square when the bus exploded on On 7th July, 2005 four suicide bombers coordinated attacks on the London transport system. 52 people were killed and estimated 700 injured. and attended the wounded all day.] (who helped those injured on the number 30 bus) which lasts for 15 minutes. During film, students begin to fill in summary sheet, focusing on:
Discussion of the film. It is worth discussing two aspects not included on the sheet:
Discuss how useful is Dr Laurence Buckman is a leading British GP. He was at a meeting at BMA House on Tavistock Square when the bus exploded on 7/7 and attended the wounded all day.’s account in understanding what happened on 7/7? Useful because he was at the scene of the Tavistock bombing within minutes, he saw the direct consequences of the bomb first-hand, he experienced the chaos etc, he has no reasons not to report it as fully as he can. Limited because the Tavistock bombing was one of four, he was very absorbed in treating his patient, he was experiencing it as a doctor rather than someone who was injured/an eye witness etc so this is one perspective.
What other accounts might be useful for comparison and to find out more?
Students use information packs to find out more about who was affected and how 7/7 has been described and record on their summary sheet. Note that at this stage I have included a lot of information that can go in the packs. You will need to select and cut as appropriate to the class.
Plenary 2 (conclusion)
Whole class discussion about who was involved – possibly one pair/small group identifies type of person affected (eg chefs in a hotel) and another pair/small group has to explain how they were involved (provided improvised equipment eg tabletops as stretchers, talked to the injured to keep them going, looked after the ‘walking wounded’).
How has 7/7 been described? Which phrases were most commonly used? Which were most poignant?
Students to record personal consequences of 7/7 in their books as per previous lesson.
Students to google Gill Hicks or Martine Wright. Find out what happened to them on On 7th July, 2005 four suicide bombers coordinated attacks on the London transport system. 52 people were killed and estimated 700 injured. and what they have done since.